Week 5: Get Moving with your Child

Get Moving!

Why Physical Fitness is so important for Young Children

This week we are discussing your child and getting them moving with exercise! We all know that exercise is an essential component for overall wellness (Robertson, 2013), and this includes your little ones. Promoting physical activity in young children not only helps with their wellness, but also helps in preventing obesity, and just results in an overall healthier child (Robertson). The goal with young children is for them to physically active at least 60 minutes of every day of the week (Robertson). By being physically active children are developing their gross motor skills, their fine motor skills and working on their own self-confidence and self-esteem.

 What will this look like though for your preschooler and why is it so important to their overall well-being?

• ·         Physical activity is crucial for a preschooler because it offers them the opportunity to build up their gross motor or locomotor skills (Robertson, 2013). Your preschooler is learning how to run, hop, skip, climb and jump. They are also learning how to kick, throw and catch and all of these activities help your child build endurance, and strength. Getting them outside and in an environment where they can be active is crucial for them in order to strengthen these gross and fine motor skills. Getting them active can be accomplished in many ways: bike riding, jump roping, running, running games such as tag or chase, a game of hopscotch, soccer, swimming and even a dance break in the middle of the afternoon.

• ·         What if physical fitness is not a priority in your life? It is never too late to change that! Get moving with your child. Ride bikes, kick a soccer ball back and forth, take a walk around the block or even dig out your old baseball glove and play a game of catch. All of these help your child in working on their gross motor skills and fine motor skills. This not only allows you to spend quality time with your young child, but gets you both active. Becoming more active with your child not only increases their personal wellness but yours as well! After all, research has shown that daily exercise reduces stress, improves self-confidence, and leaves you feeling happier overall (Breene, 2013). Why not have a happy parent and child?

• ·         What about in school? What kind of physical activities should your child do in school? An early childhood setting, such as preschool, should always have teachers that encourage children to be active and provide opportunities for a child to increase their physical activity levels (Robertson, 2013). There are multiple creative ways a teacher can get children to move and be active while in school. Schools often utilize a playground, bikes, and monkey bars to keep kids moving, but they do not have to stop there. Teachers can also turn on some music and dance with their students, decide that an obstacle course is in order, play outdoor games that elevate heart rates. The possibilities are not only fun, but endless!

• ·         Get involved! There are many activities within your community that your child can become involved in. Is there something in particular that they are interested in or have a love for? Perhaps they love to swim, why not enroll them in swim lessons? If they love to play soccer there are many soccer leagues that have groupings just for preschoolers. Preschoolers at a wonderful age to try a wide variety of new and fun activities. Better yet, see if it is an activity you can do together. These community activities not only get your child active, but also help them develop necessary social skills, as well as build their self-esteem and self-confidence.

•   I will leave you with this thought: “You don’t have to go fast, you just have to GO!”  In the long run it does not matter what activity you do with your preschooler as long as you are doing something fun and active with them. If your goal is to get them out and moving for at least 60 minutes a day, then let it be whatever is fun and safe for them. Preschoolers are ever changing, ever developing little humans and that must be allowed for when they are out and active. The point is to simply get them exercising in some capacity. One day that may be riding their bike, the next it could be a trip to the park to kick a soccer ball around, it does not matter, just go, enjoy it, and enjoy them!

References:

Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont, CA: Wadsworth/Cengage Learning.

Breene, S., (2013). 13 mental health benefits of exercise. The Huffintgton Post. Retrieved from: http://www.huffingtonpost.com/2013/03/27/mental-health-benefits-exercise_n_2956099.html

Week 4: Nutritional Health & Your Child

This week’s post is all about nutrition and why it is so important regardless of your child’s age. We will be taking a look at what good nutrition looks like during infancy, the toddler years and as your child grows older into a preschooler. Let’s begin!

Nutrition and Your Infant

The most important aspect to your infant’s nutrition is to understand that it should supply the nutrients and energy a baby needs for rapid growth (Robertson, 2013).  Research has shown that the birth weight of a baby will double in the first four months of life and this growth is dependent upon what a baby is eating (Robertson).

With this in mind, what does a baby diet look like? Ideally an infant would be breastfed. Breast milk in and of itself provides every single nutrient a baby needs for the first six months of life (Robertson, 2013). Exclusively breastfeeding for at least the first four to six months of life is what the American Academy of Pediatrics is promoting for babies (Robertson). Still not convinced about the benefits of breastfeeding? Here are some other benefits:

• ·         Breastfeeding provides antibodies to combat bacteria (Robertson).
• ·         Reduces incidences of ear infection, diarrhea, pneumonia, and urinary tract infections (Robertson).
• ·         Convenience! Breast milk is always the right temperature, always sterile and ready made for your child (Robertson).
• ·         Fat and iron in breast milk are easy for your baby to absorb and digest (Robertson).

What about when solids are introduced? This is an excellent question! Introducing solids to your baby is an exciting time and often this time is the starting point of putting your child on the path of healthy nutrition. Typically solid foods, such as cereal are introduced to a child at around four months of age, and from there a child can grow accustomed to the taste and texture of the baby cereal itself. Beyond that lies the world of vegetables, fruit, soft finger food, beans, and even some dairy (Robertson, 2013). Usually veggies are introduced first because, well, they do not have much sugar, and it gives a child the opportunity to appreciate less sweet foods (Robertson).  In reality the introduction of solid foods for your baby is simply the beginning of a lifelong learning process of healthy eating habits. Except at this point you, as the parent, set the tone and pace as to what your child eats. It is here in the first year of life that you can introduce your child to fun solid foods such as carrots, squash, plums, and apples. All healthy foods that will hopefully develop a love of vegetables and fruit that will carry on as they grow older.

Nutrition and Your Toddler

Feeding your toddler can be a bit more challenging. The importance of nutrition does not lessen as a child grows into a toddler, but the challenge does arise because a toddler tends to show independence when it comes to food (Robertson, 2013). Remember we are still building the foundation of proper, healthy nutrition in the toddler years. Do not be discouraged if you suddenly find yourself pitted against your toddler when it comes to meals, now is the time you can further create a solid framework for good nutrition (Robertson). Here are some tips to ensuring your toddler is getting the nutrition that they need:

• ·         Consider having a “family-style” meal. One in which the child can self-select (Robertson). Toddlers are learning about control, and what better way to offer them control over their meal than by offering them choices that you can live with? Plus, when you have a variety of food it offers your toddler an easy way to try new foods (Robertson).
• ·         Keep in mind that not every child is going to eat at the same pace (Robertson, 2013). Try to be flexible with your meal times, and understand that everybody may not finish at the same time. This flexibility is crucial in helping children understand their self-feeding skills (Robertson).
• ·         Make food that is easy to eat. For example, offer bit size pieces of food, food that is room temperature and food that is colorful (Robertson). Toddlers are often sensitive to taste, texture, and temperature.
• ·         Provide appropriate utensils (Robertson). These days you can easily find toddler size forks, spoons, and cups. This is also a great way to make meal time more fun. Why not incorporate their favorite color or character? This can often time get them excited to eat if they know they are eating from their special plate.

Nutrition and Your Preschooler

Feeding your preschool child is where things can become interesting; mainly because they are now influenced. Preschool aged children are influenced by what they see, their friends, and by their own family. This can be both good and bad. It can be very exciting to a preschooler to try new foods, especially at school with their friends. Influence though does not lessen the importance of good nutrition. Preschoolers are busy little people and it takes the right food and diet to keep them going, and going strong. Here are some tips to ensure proper nutrition in your preschooler:

• ·         Encourage your child to be part of the process! This empowers them and helps them in making better nutritional choices (Robertson, 2013). Is there a job you can give them in the kitchen? One job I give my own four year old is to put the potato chucks I slice into the pot for mashed potatoes. She loves this job, and it helps her feel involved in the meal prep process.
•           Offer one new food at a time (Robertson). Preschoolers get overwhelmed and may not react well to a whole new meal being placed in front of them. Instead why not introduce a new veggie with dinner? Or a new meat?
• ·         Be the example when it comes to eating and being adventurous with food (Robertson). You are your child’s role model, and if you are not adventurous, how can you expect your child to be? Taste test new foods (perhaps, not new to you, but certainly new to them) together, and talk about it! What color was it? Did it taste good? Bad? Just okay? Bring your child into the conversation.

I hope this post has answered some of your questions regarding your child and nutrition. No matter what stage your young child is in, making sure they are eating healthy and properly are always a top concern. Every child is different, and some of these tips may work with your child and others may not. The important thing to remember is that your job as a parent is to lay the foundation, and keep building. There will be some hits, and some misses, but so long as providing your child with a healthy, well rounded diet is your goal then you really cannot lose. In fact, here are three of my favorite recipes I like to make with my own preschooler!

Recipe #1:

Homemade Hummus Recipe

I love making homemade hummus with my four year old because A: it’s super easy, and B: full of good healthy fats and fiber. This dip can be eaten with crackers, cut up veggies, or even spread onto some whole wheat bread with some turkey for a healthy sandwich. Not to mention that you can change the flavors a million different ways and really have fun introducing your child to a wide variety of new and interesting veggies.

Recipe #2:

Zucchini Muffins

Baking with your preschooler is a great way to introduce them to the kitchen! And what better way to do it than through sneaking veggies into their breakfast and snack? These zucchini muffins are easy to make, can be frozen for later use, and you can easily substitute out ingredients to make them even more healthy. For example, I substitute the butter for applesauce. I also substitute the sugar for honey, or a healthier sugar substitute.

Recipe #3:

Meatballs

Meatballs are a terrific way to sneak in veggies to your preschooler’s diet. I have been known to add shredded carrot, zucchini, and even finely chopped spinach into a meatball. Meatballs are a great source for protein, and can be made even more healthfully by using ground turkey instead of ground beef. The best part is you can mini meatballs that appeal to a young child. Meatballs can be served by themselves, with some whole wheat pasta, and of course with a good marinara sauce!

References:

Learning.Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont, CA: Wadsworth/Cengage

Hummus Recipe. Retrieved from: http://www.inspiredtaste.net/15938/easy-and-smooth-hummus-recipe/

Zucchini Muffin Recipe. Retrieved from: http://www.eatcakefordinner.net/2011/08/best-ever-zucchini-muffins.html

Meatball Recipe. Retrieved from: http://www.eatingwell.com/recipes/old_fashioned_spaghetti_meatballs.html

  

Week 3: Being Prepared for a Choking or CPR Emergency

Are You Prepared for a Choking or CPR Emergency?

In this blog entry we will be looking at two different emergency situations that could occur at an early childhood facility. We will be discussing why it is imperative to not only be properly trained to handle these situations, but also have an emergency plan in place if you are faced with an emergency situation.

Scenario 1:

A 4 year old in a preschool setting is choking on a cube of cheese that was brought for snack that day. The cheese is firmly lodged, and you will need to assist the child in order to remove it.

Response:

·         Your first response should always be to act immediately and remain calm (Robertson, 2013). .

·         It is evident that the child needs immediate assistance. You cannot wait for emergency personnel to arrive, nor can you wait to create a plan of action with the child’s parents. This means you will need to dislodge the food by using the appropriate first aid methods appropriate for a choking child.

o   Your first step should be to administer 5 back blows to the child as per your first aid training. (RedCross.org, 2011).

o   If that fails to dislodge the cheese enough to resume normal function, then move on to abdominal thrusts (RedCross.org). These steps are repeated until: A: The lodged object is removed. B: The child can cough with force or C: The child becomes unconscious (RedCross.org).

o   If the child does become unconscious, then cease all attempts to dislodge the food and immediately begin CPR.

o   Once emergency personnel arrive and relieve you of your job, check with preschool director to verify what the next step is. Have they been able to reach the parents? Do you need to ride with the child to the hospital? Is there a back-up teacher available to cover your class? All of these questions will need to be addressed to ensure that the child remains in the care of the school until the parents are present (Robertson, 2013).

o   After the incident is over, fill out all necessary reports and paperwork (Robertson, 2013). During this time think back to the incident and decide if anything could have been done differently to avoid the choking in the first place. Do any changes need to be made to the emergency procedure? Now is the time to evaluate and make those necessary changes (Robertson).

Scenario 2:

There is a 5 year old child in your preschool class who is severely asthmatic. Due to allergens brought into the class by another child, the 5 year old has a major asthmatic episode and ceases to breathe.

Response:

·         Your first response should always be to act immediately and remain calm (Robertson, 2013).

·         It is evident that the child needs immediate assistance. You cannot wait for emergency personnel to arrive, nor can you wait to create a plan of action with the child’s parents. This means you will need to begin child appropriate CPR immediately.  

         

o   Ensure the child is on a firm, flat surface.

o   Begin proper CPR procedures for a child. This should ONLY be done by you if you are child CPR certified (Robertson, 2013).

o   911 must be called anytime CPR is performed. Continue to perform CPR until emergency personnel arrives.

o   Remember breathing emergencies are always life threatening (Robertson, 2013).

o   Once emergency personnel arrive and relieve you of your job, check with preschool director to verify what the next step is. Have they been able to reach the parents? Do you need to ride with the child to the hospital? Is there a back-up teacher available to cover your class? All of these questions will need to be addressed to ensure that the child remains in the care of the school until the parents are present (Robertson, 2013).

o   After the incident is over, fill out all necessary reports and paperwork (Robertson, 2013). During this time think back to the incident and decide if anything could have been done differently to avoid the choking in the first place. Do any changes need to be made to the emergency procedure? Now is the time to evaluate and make those necessary changes (Robertson).

With any emergency situation planning and proper training are critical. All teachers and school personnel should have training in basic CPR and first aid. Not only that, but at least one teacher at the school must be certified in CPR (Robertson, 2013). It is through the proper training and emergency understanding that can help a situation stay as calm as possible and ultimately save a child’s life. It also my opinion that even preschools should run annual drills to ensure that teachers are staying up to date on emergency protocols. Schools should constantly be evaluating their emergency procedures to ensure that they are current with what is recommended by larger emergency professionals.

Finally, schools should always make sure that any emergency contact information is up to date, and readily available in case of emergency. Are phone numbers valid and working? Is there a primary and secondary emergency contact for each child? Do parents have a full understanding what the school procedure is if there is an emergency? This is all critical in ensuring that an emergency situation is handled as smoothly as possible. Additionally, are all the first aid kits within the school easily accessible? Are they properly stocked and do teachers know where to locate them? All of these suggestions are simple ways to prepare for the event of a serious emergency at your school.

References:

Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont, CA: Wadsworth/Cengage Learning.

RedCross.org (2011). Conscious Choking. Retrieved from: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240176_ConsciousChokingPoster_EN.pdf

Week 2: Natural Disaster Emergencies & Your Child

Natural Disaster Emergencies: Being Prepared

Here in Southern California when we talk about natural disasters the first one to be discussed is earthquakes. We are certainly no strangers to the occasional rocking and rolling an earthquake can cause, but is your early childhood facility prepared in the event that a major earthquake event happens while you have children in your care? Not only that but what if that major earthquake also set off a tsunami? We have all seen what devastation an earthquake and tsunami can bring together, and if you live in the coastal of California, tsunamis are just as real as an earthquake.

If an earthquake or tsunami event were to happen in your area, are you prepared to lose power? Water? Cell Service? Hard-line phone service?  Are you prepared to move to higher ground? Possibly shelter-in-place? All of these are very real possibilities. Throw in the fact, that you could have young children in your care and it becomes very important that you and your facility are prepared.

Of course there are numerous ways to prepare for the event that an earthquake or tsunami do strike. Listed below are 5 ways you can prepare your early childhood care facility for an earthquake or tsunami:

1:         Mitigation

                        Mitigation is essentially attempting to reduce or eliminate the risk of hazards to people and structures due to a natural disaster (Robertson, 2013). Mitigation is crucial in the preparedness process because earthquakes are unpredictable. You could have thirty young children on the playground when an earthquake hits, and through mitigation and early preparedness you can reduce the risks they may face. Early mitigation very well could be the difference between life and death.

Tsunamis are slightly more predictable as there are numerous sensors set up within the Pacific Ocean, and a warning can be sent out.  However, even if a warning is sent out, it does not mean you will have much time. Mitigation in a tsunami event really becomes about knowing where you need to be. Gaining higher ground is always the goal in a tsunami event, and by gaining higher ground you can reduce the risk of injury or death.

2:         Communicate

                        Natural disasters are scary and confusing, especially to a young child. Take the opportunity to teach the children in your care about earthquakes and tsunamis. What should we do? Should we run outside? Should we listen to the teacher? Scream? Cry? This is an excellent opportunity to involve them in the emergency preparedness plan. Find books that will help them understand how to respond. Practice drills that show them what will help make a scary situation a little less stressful. Even better include parents in on this as well, so that they can practice at home.

Also, in terms of communication let parents know what they can expect if an emergency were to occur. Parents need to be reassured that in the case of a major natural disaster that they can count on you to care for their child as they would.

3:         Evacuation Procedures

                        Do your teachers know where they should go? Every early childhood facility should have a written plan that includes a map showing an emergency evacuation (Robertson, 2013). When designing an evacuation route, it is always a good idea to ensure that there are two ways out from the building. In the event that you are evacuating for a tsunami, do you know where your higher ground is? Is it in the building? A mile up the road? Also, if you do evacuate, who is responsible for grabbing necessary supplies? These are all questions that need to be addressed before an emergency event occurs. These evacuation procedures should also be discussed with parents so that in the event that the school does have to evacuate, parents have an idea as to where their young child will be taken to and where they can locate them later.

4: Survival Supplies

            Is your early childhood care facility equipped to handle the needs of children if you are forced to “shelter-in-place” for a time? Perhaps the earthquake and/or tsunami have made it impossible for parents to come get their children, or perhaps debris needs to be removed in order to evacuate the facility. Survival supplies will be crucial. A few suggestions would be: a three to four day supply of toilet paper, trash bags for extra waste, flashlights and extra batteries and of course food and water (Robertson, 2013). At my school we ask that parents provide their child with an “emergency food bag.” Inside it we ask that they put water, and non-perishable, sealed food items. Each bag is labeled, and then put in a central location by each classroom. Of course, a more complete list of suggested survival supplies can be found on FEMA’s website: www.fema.gov.

5: Educate Yourself

            There are a number of resources available to early childhood educators and parents that can help you in your quest to be prepared in case of a natural disaster. If you are interested in knowing more about early childhood education environments then I suggest you Google:

                        Head Start Disaster Preparedness Manual (Robertson, 2013)

                        Pennsylvania All Hazard School Safety Planning Toolkit (Robertson)

The FEMA (Federal Emergency Management Agency) is also another excellent and useful tool educator and parents can use in order to create an emergency preparedness plan.

Natural disaster emergencies happen. We do not always know when they will, or how bad they will be, but it is our responsibility as early childhood educators to ensure that our facilities, classrooms and teachers are prepared to handle anything emergency situation that may occur. I would ask that after reading this blog entry that if you have questions regarding your early childhood development program and their plan for emergency natural disasters, ask! Most teachers and preschool directors are happy to answer any questions you may have about how they intend to keep your child safe during a time of crisis.

Reference:

Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont, CA: Wadsworth/Cengage Learning.

Week 1: Safety Hazards & Your Child

This week we will be delving into five potentially hazardous situations or safety threats that you might find your preschool child exposed to. Young children are natural explorers, and by following some of the tips in this post, you will be able to better allow them to explore without endangering themselves.

           

Indoor Safety Hazards

Young children are often very curious. Especially as they see mom and/or dad using different devices to curl hair, make dinner, etc. It is during this time that is imperative that we take a look at our indoor surroundings to ensure that our children are safe from potentially dangerous situations.  Children of the age of two, three, and up face certain indoor safety hazards, and due to their age often find themselves stretching limits for the simple reason that they do not fully understand cause and effect (Robertson, 2010).  Most preschool age children love to explore places, and often times have discovered that they can now climb and/or hide in places they have been able to access before (Robertson).  Along with this, most preschoolers are much more confident in their abilities than their abilities actually call for.  With this in mind, it becomes crucial that the indoors be properly maintained. Cabinets need to be locked, tables and chairs need to be in good repair, stairs need to be blocked off if necessary, windows should have working locks and guards on them, and of course supervision is extremely necessary (Robertson).

Toy Safety

Toy related accidents cause over 200,000 injuries to children each year (Robertson, 2010). With this in mind, toy safety must be addressed. Our children love toys, and one key way that we can keep them safe while playing with toys is to ensure that their toys are age appropriate. While toys may offer the appropriate age on the box, it is still critical that parents verify that the toy does not offer any small parts, or potential choking hazards (Robertson). Other aspects of toy safety that parents can check for are:

            Sharp parts and points. Does the toy have any rough edges? Loose small parts? Or pieces that can potentially pinch? (Robertson, 2010).

            Durability. Is the toy going to break easily? If so, be cautious. A broken toy quickly becomes a dangerous toy (Robertson, 2010).

            Set safety rules. Most families have children of varying ages. Making it important that what may be appropriate for one child is not going to be appropriate for the other. Having known safety rules will help ensure that your one year old is not playing with a toy designed for their five year old brother.

Poison Control

90 percent of all poisoning in children happen in the home, and is in fact the most common emergency involving children (Robertson, 2010). The children most affected by household poisoning are children age 4 and under (Robertson). Meaning that in order to prevent household poisoning, parents must be vigilant in monitoring their children and ensuring that all hazards are properly stored.

However, we also need to consider that household poison control does not just mean locking away your favorite toilet bowl cleaner, or Windex. It also means examining your medicine cabinet, kitchen pantry and laundry room. Here is a list of some of other potentially dangerous items found in a house:

            Prescription drugs

            Hair care products

            Curling irons, blow dryers, etc.

            Baking sprays

            Alcoholic beverages

            Laundry soap

            Bleach

If we look at that list it becomes clear that each house in the room can offer the potential to harm a child.  Listed below are some easy ways that parents can help prevent a poisonous situation in their household:

Use safety locks on all storage cupboards. This would include the kitchen, bathroom and laundry room as needed. (Robertson, 2010).

Never refer to medicine as “candy”, and if possible do not take medicine in front of children (Robertson).

            Keep all medications, household cleaners in their original containers.

            Keep all poisons locked up and out sight and reach of children (Robertson, 2010).

Fire and Burn Prevention

If your preschool child is like most, he or she loves to touch! The sense of touch is an important one to a preschool child, especially when they are exploring their world. This love of touching can put your child in a precarious situation when it comes to fire and burns. Touching a hot burner is not the only way a young child can burn themselves. Other situations or items that can cause a potential threat are:

            Steam

            Hot beverages

            Bath water that is hotter than 120 degrees.

            Candle or candle wax

            Matches and/or lighters

Even with three children of my own, there were some items on this list that I had not seriously considered. For example, candle wax. Of course I keep my candles up and away when they are lit, but all it would take is one curious four year old hand to knock it over and be burned by candle wax. With this in mind, there are some steps parents can take in order to keep their child free from fire and burn hazards.

Turn pot handles in towards the center of the stove. This eliminates something for them to easily grab on to.

Make sure that your water heater is heated no greater than 120 degrees, and always test the water before putting your child in the bath (Robertson, 2010).

If you have a fireplace, ensure that there are the proper barriers surrounding it when in use.

Teach your child that matches and lighters are not toys and that if they discover some they should immediately bring them to you (Robertson, 2010).

And believe it or not, the number one fire safety tip is to always install smoke detectors in your home, and ensure that they are in working order throughout the year.

Sun Safety

Children love to play outside, and parents love for them to play outside in order to burn off all that energy! With outdoor play though comes the idea of sun safety. When we are discussing sun safety we are not merely talking about properly applying sun screen, but also taking into account proper clothing, and the outdoor temperature.

Of course when we think of sun safety we automatically think of sunscreen. Sunscreen is a wonderful tool in protecting children from the sun’s harmful UV rays. It is suggested that an SPF of 15 or higher be used on children and that it be applied at least 30 minutes before heading outside to play (Robertson, 2010).

Most experts agree that outdoor play is not always the best idea when it is between the hours of 10 and 4 (Robertson, 2010). This may not always be possible when a child is in school, and so one way to combat overexposure to the sun is to provide shade for children. A shaded sand box or water play area is a great way to allow children to play outdoors without direct exposure to the sun. Even supplying an oversized umbrella can give some much needed relief to a child while they play outdoors.

Also, let’s not forget how important it is to keep children hydrated when they are outside on sunny, warm days. Young children do not often think to stop and ask for a drink, so make it a point to ask them often if they would like a nice cold glass of water.

Children are always going to encounter hazardous situations; it is within their nature to be curious and to seek out the new and uncharted.  However, with a little, possibly a lot, of forethought, and parental supervision you can create a wonderfully safe environment for your child to explore and play in.

Reference:

Robertson, C. (2010). Safety, nutrition, and health in early education (4^th ed.). Belmont, CA: Wadsworth/Cengage Learning

Greetings! This blog has been created with the purpose to help communicate with families just how important it is to ensure their child's environment is not only safe, but nutritious, and healthy. Here you will find suggestions and up to date information on topics such as:

Safety Practices and Policies in Early Childhood Education
Emergency Preparedness
CPR and Choking Emergencies
Healthy Food and Nutrition
Physical Fitness

As always, keep in mind that these are merely suggestions, and that every child and situation is different. Yet, as early childhood professionals and parents we always have the same goal in mind: the overall well-being of our child. Enjoy, and I look forward to your comments.